Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skills

Vasilyeva, M.; Laski, E.; Veraksa, A.; Weber, L.; Bukhalenkova, D.

Авторы: Vasilyeva Marina, Laski Elida, Veraksa Aleksandr, Weber Lindsey, Bukhalenkova Daria
Журнал: Journal of Cognition and Development
Номер: 19:4
Год издания: 2018
Издательство: Lawrence Erlbaum Associates Inc.
Местоположение издательства: United States
Первая страница: 345
Последняя страница: 366
DOI: 10.1080/15248372.2018.1483371
Аннотация: It is imperative to identify contextual factors contributing to the development of early math skills, considering their role in later academic achievement. To pursue this goal, the present study investigated the paths connecting parental beliefs and practices during the preschool years to children’s numeric skills at the end of kindergarten (N = 98). Results were consistent with theoretical predictions of specific relations between particular types of parental input and different aspects of number knowledge. Direct math learning activities mediated the relation between parental beliefs and children’s number identification skills. Daily activities involving quantitative components mediated the relation between parental beliefs and children’s numerical magnitude understanding. Both types of activities predicted arithmetic skills that integrate the basic aspects of symbolic number knowledge. These findings contribute to developmental theory by specifying how characteristics of children’s environments are related to particular aspects of their development, which is critical for informing intervention work to improve early math skills.
Добавил в систему: Бухаленкова Дарья Алексеевна

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Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skillsстатья